M Habib Qazi
Dados Biográficos
| ID | 71440 |
|---|---|
| NOME | M Habib Qazi |
| PRENOMES | M Habib |
| SOBRENOME | Qazi |
| ASSINATURA | QAZI M H |
| AFILIAÇÕES | University of Leicester |
| ORCID | 0000-0003-2818-1862 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 18 |
| OBRAS COMO AUTOR | 11 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
Voices of resistance
Intersecting legacies
Ethnic languages conundrum in postcolonial Pakistan and the role of women in fostering Punjabi linguistic cringe
Representation of indigenous languages employing a religious screen for the discursive construction of students' postcolonial national identities
This study problematises the discourses of Pakistan's national curriculum textbooks to investigate how they represent Pakistan's indigenous languages/cultures through the prism of religion to constitute secondary school students' particular postcolonial linguistic identities. It also draws on the perspectives of 12 teachers and 424 students to record their responses. Taking insights from Paulo Freire's cultural invasion , Robert Blauner's interna…
Examining the role of Pakistan’s national curriculum textbook discourses on normalising the Taliban’s violence in the USA’s Post 9/11 war on terror in South Waziristan, Pakistan
This qualitative study analyses the discourses of Islamic Studies textbook to problematise its role in schoolchildren’s radicalisation, and normalisation of violence, in the post 9/11 situation in the Taliban’s stronghold, South Waziristan. The textbook findings are further substantiated by the field data collected from 40 students of grades 9 and 10, who studied the sampled textbook in the post 9/11 situation. Students’ perspectives, which relat…
Educational parlance of equity and inclusivity and students’ gendered national identity constructions in public schools in Islamabad, Pakistan
This exploratory qualitative study problematises how Pakistan’s public-school education shapes female identities, employing compulsory school textbooks. Drawing on Foucault’s Discourse Analysis and other selected notions, the study also analyses 12 teachers’ and 424 students’ perspectives on this. The findings highlight Pakistani females’ disproportionate and gendered stereotypical social representations in textbooks, which the teachers further r…
Construction of students’ religious national identities in Pakistani state schools and its implications for minorities
This study analyses discourses of Pakistan’s national curriculum textbooks for grades 9–12 in the context of developing students’ national belonging vis-à-vis inclusive education and global interdependence. Drawing on teachers’ interviews and students’ focus groups and participatory tools, it also problematises teachers’ classroom practices and resulting students’ responses in this backdrop. Theorising national belonging as a discursive social pr…
Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school
This study problematises the contribution of India’s school textbooks in students’ national identity constructions in an overseas school in the Kingdom of Saudi Arabia. The textbooks construct students’ national identity on the concepts of India’s secular democracy, colonial resistance and equal citizenship rights. Notwithstanding study participants’ ambivalent identification with these ideals, they mostly express confusing identities evincing re…
Exploring links between national education and students’ militaristic national identity constructions – a case study of Pakistani state schools in Islamabad
This qualitative study problematizes the interplay between Pakistan’s national curriculum textbooks and students’ militaristic national identity constructions in six state-schools. Drawing on field-data collected employing interviews with twelve teachers and focus-groups and participatory tools with four-hundred and twenty-four students, it also analyses study-participants’ interaction with these discourses and students’ reactions vis-à-vis their…
Discursive construction of Pakistan's national identity through curriculum textbook discourses in a Pakistani school in Dubai, the United Arab Emirates
This study investigates Pakistan's secondary school children's constructions of their national identity in a Pakistani school in Dubai by drawing on data collected from students and teachers from the case school and analysing national curriculum textbooks used in the school. Informed by Foucault's concepts, the article problematises how the curriculum textbooks are employed as a technology of power for inculcating national consciousness in the st…
Identity Constructions Through Media Discourses
This study applies Critical Discourse Analysis to the media discourses of two Pakistani English newspapers to study identity constructions of Malala Yousafzai during two important phases of her life, namely the “Taliban’s victim” and the “Nobel laureate”. Applying Norman Fairclough’s three-dimensional model, the study analyses the discourses formulated and propagated through relevant editorials and news reports in these newspapers, which they pro…
Construction of students’ religious national identities in Pakistani state schools and its implications for minorities
This study analyses discourses of Pakistan’s national curriculum textbooks for grades 9–12 in the context of developing students’ national belonging vis-à-vis inclusive education and global interdependence. Drawing on teachers’ interviews and students’ focus groups and participatory tools, it also problematises teachers’ classroom practices and resulting students’ responses in this backdrop. Theorising national belonging as a discursive social pr…
Discursive construction of Pakistan's national identity through curriculum textbook discourses in a Pakistani school in Dubai, the United Arab Emirates
This study investigates Pakistan's secondary school children's constructions of their national identity in a Pakistani school in Dubai by drawing on data collected from students and teachers from the case school and analysing national curriculum textbooks used in the school. Informed by Foucault's concepts, the article problematises how the curriculum textbooks are employed as a technology of power for inculcating national consciousness in the st…
Identity Constructions Through Media Discourses
This study applies Critical Discourse Analysis to the media discourses of two Pakistani English newspapers to study identity constructions of Malala Yousafzai during two important phases of her life, namely the “Taliban’s victim” and the “Nobel laureate”. Applying Norman Fairclough’s three-dimensional model, the study analyses the discourses formulated and propagated through relevant editorials and news reports in these newspapers, which they pro…
Educational parlance of equity and inclusivity and students’ gendered national identity constructions in public schools in Islamabad, Pakistan
This exploratory qualitative study problematises how Pakistan’s public-school education shapes female identities, employing compulsory school textbooks. Drawing on Foucault’s Discourse Analysis and other selected notions, the study also analyses 12 teachers’ and 424 students’ perspectives on this. The findings highlight Pakistani females’ disproportionate and gendered stereotypical social representations in textbooks, which the teachers further r…
Representation of indigenous languages employing a religious screen for the discursive construction of students' postcolonial national identities
This study problematises the discourses of Pakistan's national curriculum textbooks to investigate how they represent Pakistan's indigenous languages/cultures through the prism of religion to constitute secondary school students' particular postcolonial linguistic identities. It also draws on the perspectives of 12 teachers and 424 students to record their responses. Taking insights from Paulo Freire's cultural invasion , Robert Blauner's interna…
Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school
This study problematises the contribution of India’s school textbooks in students’ national identity constructions in an overseas school in the Kingdom of Saudi Arabia. The textbooks construct students’ national identity on the concepts of India’s secular democracy, colonial resistance and equal citizenship rights. Notwithstanding study participants’ ambivalent identification with these ideals, they mostly express confusing identities evincing re…
Identity Constructions Through Media Discourses
This study applies Critical Discourse Analysis to the media discourses of two Pakistani English newspapers to study identity constructions of Malala Yousafzai during two important phases of her life, namely the “Taliban’s victim” and the “Nobel laureate”. Applying Norman Fairclough’s three-dimensional model, the study analyses the discourses formulated and propagated through relevant editorials and news reports in these newspapers, which they pro…
Discursive construction of Pakistan's national identity through curriculum textbook discourses in a Pakistani school in Dubai, the United Arab Emirates
This study investigates Pakistan's secondary school children's constructions of their national identity in a Pakistani school in Dubai by drawing on data collected from students and teachers from the case school and analysing national curriculum textbooks used in the school. Informed by Foucault's concepts, the article problematises how the curriculum textbooks are employed as a technology of power for inculcating national consciousness in the st…
Exploring links between national education and students’ militaristic national identity constructions – a case study of Pakistani state schools in Islamabad
This qualitative study problematizes the interplay between Pakistan’s national curriculum textbooks and students’ militaristic national identity constructions in six state-schools. Drawing on field-data collected employing interviews with twelve teachers and focus-groups and participatory tools with four-hundred and twenty-four students, it also analyses study-participants’ interaction with these discourses and students’ reactions vis-à-vis their…
Educational parlance of equity and inclusivity and students’ gendered national identity constructions in public schools in Islamabad, Pakistan
This exploratory qualitative study problematises how Pakistan’s public-school education shapes female identities, employing compulsory school textbooks. Drawing on Foucault’s Discourse Analysis and other selected notions, the study also analyses 12 teachers’ and 424 students’ perspectives on this. The findings highlight Pakistani females’ disproportionate and gendered stereotypical social representations in textbooks, which the teachers further r…
Construction of students’ religious national identities in Pakistani state schools and its implications for minorities
This study analyses discourses of Pakistan’s national curriculum textbooks for grades 9–12 in the context of developing students’ national belonging vis-à-vis inclusive education and global interdependence. Drawing on teachers’ interviews and students’ focus groups and participatory tools, it also problematises teachers’ classroom practices and resulting students’ responses in this backdrop. Theorising national belonging as a discursive social pr…
Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school
This study problematises the contribution of India’s school textbooks in students’ national identity constructions in an overseas school in the Kingdom of Saudi Arabia. The textbooks construct students’ national identity on the concepts of India’s secular democracy, colonial resistance and equal citizenship rights. Notwithstanding study participants’ ambivalent identification with these ideals, they mostly express confusing identities evincing re…
Examining the role of Pakistan’s national curriculum textbook discourses on normalising the Taliban’s violence in the USA’s Post 9/11 war on terror in South Waziristan, Pakistan
This qualitative study analyses the discourses of Islamic Studies textbook to problematise its role in schoolchildren’s radicalisation, and normalisation of violence, in the post 9/11 situation in the Taliban’s stronghold, South Waziristan. The textbook findings are further substantiated by the field data collected from 40 students of grades 9 and 10, who studied the sampled textbook in the post 9/11 situation. Students’ perspectives, which relat…
Representation of indigenous languages employing a religious screen for the discursive construction of students' postcolonial national identities
This study problematises the discourses of Pakistan's national curriculum textbooks to investigate how they represent Pakistan's indigenous languages/cultures through the prism of religion to constitute secondary school students' particular postcolonial linguistic identities. It also draws on the perspectives of 12 teachers and 424 students to record their responses. Taking insights from Paulo Freire's cultural invasion , Robert Blauner's interna…
Voices of resistance
Intersecting legacies
Ethnic languages conundrum in postcolonial Pakistan and the role of women in fostering Punjabi linguistic cringe
Gender Studies (9 obras) · Sociology (9 obras) · Political science (8 obras) · Pedagogy (7 obras) · Law (6 obras) · Anthropology (4 obras) · Curriculum (4 obras) · Gender Studies (4 obras) · Peace and Human Rights Education (4 obras) · Politics (4 obras)